Part B Activities

1. Brainstorming
 Mind Mapping
 SWOT Analysis
 The Five Whys

2. Focus listening
 Strategy that guides students to listen closely to a text. It helps
students listen attentively with no distractions and to identify key points and ideas.

3. Opening Question
 Open questions are questions which cannot be answered with just 'yes' or 'no'. Many of
them begin with 'wh': why, where, who etc. Open questions can be compared to
closed questions, which need only yes or no answers. 'Why did you decide to study
English?' is an example of an open question.

4. Introductory Focused Discussion

 A focus group discussion (FGD) is a good way to gather together people from similar
backgrounds or experiences to discuss a specific topic of interest.

5. Cooperative Notes Taking

 Cooperative note-taking is note-taking in which different individuals jointly take notes in
real-time as part of a group effort that every member can see simultaneously.

6. In-class term
 N/A

7. Think pair share

 This technique requires students to
(1) think individually about a topic or answer to a question; and
(2) share ideas with classmates.
  T: (Think) Teachers begin by asking a specific question about the text. Students "think"
about what they know or have learned about the topic.
 P: (Pair) Each student should be paired with another student or a small group.
 S: (Share) Students share their thinking with their partner. Teachers expand the "share"
into a whole-class discussion.

8. Note Checking
 N/A

9. Guided reciprocal peer questioning

 Guided Reciprocal Peer Questioning is a FACT in which students question each other
about the content they are learning using higher-order, open-ended question stems.
The questions are used to promote thinking and generate focused discussions in small
groups.
 Eg.
o What causes ____________?
o How do we know that _____________?
o Why does _________ happen when __________?

10. Thinking aloud pair problem solving(TAPPS)

 The two students are given specific roles that switch with each problem: Problem Solver
and Listener. The problem solver reads the problem aloud and talks through the
solution to the problem. The listener follows all of the problem solver's steps and
catches any errors that occur. For the listener to be effective, he or she must also
understand the reasoning process behind the steps. This may require the listener to ask
questions if the problem solver's thought process becomes unclear. The questions
asked, however, should not guide the problem solver to a solution nor should they
explicitly highlight a specific error except to comment that an error has been made.
 It involves presenting a problem or question and then observing people think aloud—
talk about what they are thinking as they work through the problem.

11. Pair Composition

 It is using pair composition method that part of cooperative learning techniques, where
students doing exercises in pairs, giving idea each other, giving feedback, and correcting
each other their text composition included of content, structure, error analysis, and
completing the composition of the text.
 students work in pairs to complete individual writing assignments such as summary of
article, research paper, position or reflection paper.
 Using pair composition method, students can change their idea each other, analyzing
and correcting in pair to get the good result in writing descriptive text.
 12. Pair Testing

 Pair testing is a software testing practice in which more than two members work
together on the same feature at the same time on the same computer with continuous
exchange of ideas and feedback.

13. Individual Question

 N/A

14. Answer Pair

 on the concept of 2 students working together to complete a task.

 A 1 & 2 student pair up and discuss the best answer to the first question.

15. Read and explain pairs

The procedure the student pairs follow is:

a. Read all the headings to get an overview.

b. Both students silently read the first paragraph. Student A is initially the summarizer and
Student Be is the accuracy checker. Students rotate the roles after each paragraph.

c. The summarizer summarizes in his or her own words the content of the paragraph to his or
her partner.

d. The accuracy checker listens carefully, corrects any misstatements, and adds anything left
out. Then he or she tells how the material relates to something they already know.

e. The students move on to the next paragraph, switch roles, and repeat the procedure. They
continue until they have read all the assignment. They summarize and agree on the overall
meaning of the assigned material.

16. Turn to neighbor summary

 Pick a question that will take a few minutes for your students to discuss with one another. "Turn-to-
your-neighbor" questions can be used as a set-up for a topic — such as to pique students' interest.
For instance, to interest students in introduced species you could list 3 common introduced U.S. birds
(e.g. house sparrow) and one native bird — and ask them to decide which one is the native.

17. Two minutes paper

 N/A
18. One final question

 N/A

19. Closure review pair

 N/A